PERSONAL DEVELOPMENT POINTERS TO REVIEW

ABRAHAM MASLOWS’ HIERARCHY OF NEEDS

Self-
Actuali
zation
(Self-
fulfillm
ent,
Realiza
tion of
one's
Self-Esteem
poten
(Achievement,
tial) Approval,
Confidence, Competence)

Love & Belongingness

(Friends, Love, Acceptance by the
Others)
Safety Needs
(Security, Being out of Danger)
Physiological Needs
(Cloths, Shelter, Food, Sex)

LESSON 1: KNOWING ONESELF

 KNOWING ONESELF - How to understand and admit our weaknesses and strengths.
 FULGENCIO (2006) - “The Barriers in knowing oneself are lack of awareness, egoism and fear of change”.
 SELF-AWARENESS - It is important to realize one’s potential. Understanding your own needs, desires, failings,
habits.
 INTROSPECTION – It is define to examine your feelings and thoughts.
 GURUS- Means “Teacher” Professional.

IMPROVE YOUR SELF-AWARENESS WITH A FEW EXERCISE

 Learn to look at yourself objectively.
Study and criticize your decisions.
 Write your own manifesto.
Make sense that you need to have a goals. Push yourself into figuring out what you want.
 Keep a journal.
Document anything of what you are doing and where problems might be coming from.
 Perform a self-review.
Examine yourself how to improve.
 Owning it: Identifying your strengths and weaknesses.
It’s really easy as opening up, thinking about it a little, and most importantly listening to those around you.
 Acknowledge them and truly believe in them.
Have confidence in the positives and know how great you really are.
 Put all of your energy into them.
Don’t afraid to try anything until you find what makes you happy.
 Keep developing them.
The sky is really the limit. Every day is a chances.
 Take them into account when making career decision.
Choose a career path that doesn’t heavily rely on being strong in that area.
 Look at the other side.
Be straight to the point. Honesty.

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 Don’t be too hard on yourself.
Everyone has weaker areas. Don’t beat yourself up about it.
10 WAYS TO BELIEVE IN YOURSELF AGAIN
1. ACCEPT YOUR CURRENT SITUATION.
Accept your current life situation.
“First, accept sadness. Realize that without losing, winning isn’t so great”. Alyssa Milano.
2. THINK ABOUT YOUR PAST SUCCESS.
If you are feeling down and out, use your past to get motivated again.
“Every day is a new opportunity. You can build on yesterday’s success or put its failure behind and start over
again. That’s the way life is, with a new game every day”. Bob Feller.
3. TRUST YOURSELF.
This is one of the most important things that can help you get that belief and confidence back.
“Everything in the universe is within you. Ask all from yourself”. Rumi.
4. TALK WITH YOURSELF.
We are the ones who create who we will become.
“If you tell yourself that you cannot, what can the only outcome be?”. Shad Helmstetter.
5. DON’T LET FEAR STOP YOU.
Face your fears and don’t let them stop you from achieving your goals.
“Always do what you are afraid to do”. Ralph Waldo Emerson.
6. LET YOURSELF OFF THE HOOK.
You have to look at the future and stop living in the past.
7. GO WITH A POSITIVE ATTITUDE.
Be thankful for whatever you are and whatever you have. Always have a positive approach.
8. LET A LIFE COACH HELP YOU.
A life coach is a professional that helps, supports and guides you. A life coach can help you recognize your
abilities and skills.
9. KEEP MOVING FORWARD AND NEVER LOOK BACK.
Be strong and keep moving on. Never give up on yourself. You have to keep on going and eventually you will
reach your destination.
“If you can’t fly then run, if you can’t run then walk, if you can’t walk then crawl, but whatever you do you have to
keep moving forward”. Martin Luther King Jr.
10. LET LIFE MOVE YOU.
Let your life follow its own natural flow. Allow it to let you move in the direction you are meant to go, and you will
find success.
THE JOHARI WINDOW
 Useful tool for helping you build self-awareness and gain an understanding of how others perceive you.
 Developed by American Psychologist
JOSEPH LUFT & HARRY INGHAM in 1955.
 Mnemonics:
A-rena: Which is known to ALL.
F-acade: Area that is known to YOURSELF but is hidden from others.
B-lind Spot: Area that is known to OTHERS but not to yourself.
U-nknown: Area that is BLIND to BOTH yourself and to those around you.
TIPS FOR USING JOHARI WINDOW FOR SELF-AWARENESS
 REVEAL YOURSELF: Share your thoughts and feelings with others.
 SEEK FEEDBACK: Never be afraid to ask for feedback from others.
 TEST YOUR LIMITS: Testing yourself in new situations and surrounding yourself with others.

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LESSON 2: DEVELOPING THE WHOLE PERSON

“Growth doesn’t just happen. It has to be on purpose.” – John C. Maxwell.
 ADOLESCENCE: “Teen Ager”; “Youth”;
the time of life between puberty and maturity.
 PHYSICAL DEVELOPMENT: Experience growth spurt. Which involves rapid growth of bones and muscles.
 For GIRLS, 9 to 12 and for BOYS, 11-14.
 SEXUAL MATURATION (PUBERTY): It is define to maturation of the sex organ of an individual. Especially,
Adolescent.
TYPES OF EATING DISORDER
 ANOREXIA NERVOSA: Physical and Mental disorder of young female who is FEAR OF BEING FAT.
 BULIMIA: Physical and Mental disorder of young female who is eat a large amount of food and they vomit it.
 CULTURAL DIFFERENCES: Ethnic identity includes the shared values, traditions and practices of a cultural
group.
 COGNITIVE DEVELOPMENT: Dramatic shift in thinking from concrete to abstract gives adolescents a whole
new set of mental tools.
MOST DEVELOPING ADOLESCENTS WILL:
 Argue for sake of Arguing.
 Become more Independent.
 Jump to Conclusions.
 Be self-centered.
 Increased responsibilities: babysitting, summer job.
 Look to peers and media for information and advice.
 Begin to develop social conscience: concern in global warming, racism, discrimination.
 SOCIAL DEVELOPMENT: Adolescent take place in the context of all their relationships.
TWO MAJOR INFLUENCIAL PERSON IN SOCIETY OF AN ADOLESCENT
 Peers
 Family
 YOUNG ADOLESCENCE: Ages 9 – 13.
PEERS: Center of social world shifts from family to friends. Peer group tends to be same-sex. Strong desire to
be conform to and be accepted by a peer group.
FAMILY: Increasing conflict between adolescents and their parents. Family closeness most important protective
factor against high-risk behaviour.

 MIDDLE ADOLESCENCE: Ages 14 – 16.

PEERS: Groups gradually give way to one on one friendships and romances. Peer group tends to be gender-
mixed. Less conformity and more tolerance of individual differences.
FAMILY: Increasing conflict between adolescents and their parents. Family closeness most important protective
factor against high-risk behavior.
 LATE ADOLESCENCE: Ages 17 – 19.
PEERS: Serious intimate relationships begin to develop.
FAMILY: Family influence in balance with peer influence.

ADOLESCENT’S COMMUNITY CAN ALSO HAVE A GREAT IMPACT ON HIS/HER SOCIAL DEVELOPMENT.
 Neighborhood
 Schools
 Religious organizations

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 The media
 BEHAVIORAL DEVELOPMENT: Changes that adolescents experience prepare them to experiment with new
behavior.
 EMOTIONAL DEVELOPMENT: New cognitive skills of maturing adolescents give them the ability to reflect on
who they are and what makes them unique.
 SELF CONCEPT: Set of beliefs about oneself, including attributes, roles, goals, interests, values and religious or
political.
 SELF ESTEEM: Also known as “Self-confidence” Develop relationship skills that allow them to get along well
with others and to make them friends.
 GENDER DIFFERENCES: Boys and girls face different challenges in our culture and may have different
emotional needs during adolescence.
GIRLS tend to have lower self-esteem. Need help learning to express anger and to be more assertive.
BOYS it’s okay to express emotions other than anger.

LESSON 3: DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE

 DEVELOPMENTAL PSYCHOLOGY: Concerned with both physical and psychological changes throughout life
from conception until death.

 ADULTHOOD: It defines fully grown, developed, not childish and sensible. Life span is more than 70.
 EARLY ADULTHOOD: Concerned with developing the ability to share intimacy, seeking to form relationships
and find intimate love. Long term relationships are formed and marriage and children result. Work/career choice.
 MIDDLE ADULTHOOD: Develop a genuine concern for the welfare of future generations and to contribute to the
world.
PSYCHOSOCIAL DILEMMA by ERIK ERIKSON

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THREE MAJOR STYLE OF PARENTING

 AUTHORITARIAN PARENTS: view children as having few rights but adultlike responsibilities. “BOSSY”
“STRICT TO THEIR STANDARDS”.
 PERMISSIVE PARENTS: parents require little responsibilities behavior from their children. Rules are not
enforced, and the child usually get his or her way. “COOL MOM/DAD”
 AUTHORITATIVE PARENTS: BALANCING
freedom and restraint, effective parents help children become responsible to their actions and responsible
adults.
NORMAL CHILDHOOD PROBLEMS

 Sleep Disturbance - Including wakefulness,

frightening dreams, or desire to get their parent’s bed.
 Specific Fear - Dark, Dogs, School, or a particular room or person are also common.
 Overly Timid - Most children will be overly timid at times, allowing themselves to be bullied by other children into
giving up toys, a place in line and be like.
 General Dissatisfactions – Temporary periods, when nothing pleases the child.
 General Negativism - Marked by tantrums, refusal to do anything requested.
 Clinging – Children refuses to leave the side of their mothers or to do anything on their own.
 Sibling Rivalry – Jealousy, Rivalry. A limited amount of aggression give and take between siblings.
 Rebellion – Some of them are against to the rules and regulations of their parents.
THE FOUNDATION OF YOUNG ADULTS SUCCESS

These factors capture how a young adult poised for success interacts with the world. These three factors are more
powerful.
 Agency – The ability to make choices about and take an active role in one’s life path.
 Integrated Industry – Serves as an internal framework for making choices and provides a stable base from
which one can act in the world.
 Competencies – Abilities that enable people to effectively perform roles, complete complex tasks, or achieve
specific objectives.
RESPONSIBILITY - All children need opportunities to demonstrate that they are responsible for their actions, school
works, chores, and relationships. The act or responsibility involves being trusted, making decisions, and answering for
one’s behaviour.
HOW DO I BECOME A RESPONSIBLE PERSON
 Be Accountable – You are always responsible on how you respond.
 Stop Blaming - When you stop pointing the finger, you have a control over yourself.
 Acknowledge what Happen – “How can I make it up to you?” it makes people willing to forgive, Your integrity
earns respect.
 Accentuate the Positive - Move through your day with positive attitude. Remember, a small shift in focus turns a
loser into a winner.
 See yourself Clearly – A responsible person does not dismiss her/his own achievements.

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 Say “Thank You” - Accept praise graciously.
Practice Healthy Self-focus - Thinking too much about our problems, can worrying endlessly about the future. Take
time to really what makes you happy. It is a way of beginning self-love

LESSON 4: THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE.

ADOLESCECE (12 – 13 Years old) are experiencing all kinds of new changes in their bodies and in their
feelings. As well, they often encounter challenges such as struggling to leave behind their childhood and become
adults.

CHALLENGES OF ADOLESCENT.
Geldard and Geldard (2006) explain that adolescence is a time in a young person’s life where they move
from dependency on their parents to independence, autonomy and maturity.
BIOLOGICAL CHALLENGES.
Adolescence begins with the first well – defined maturation event called puberty. Included in the biological
challenges are the changes that occur due to the release of the sexual hormones that affect emotions.
COGNITIVE CHALLENGES.
Jean Piaget Cognitive Development Theory.
SCHEMATA – Basic units of the intellect.
ASSIMILATION – Taking in new information that easily fits.
ACCOMODATION – Deal with knowledge from environment by changing our own structures.

THEORY & DEVELOPMENT PROPONENT/ PSYCHOLOGIES

Ab ra ha m Ma slo w
PSYCHOLOGICAL CHALLENGES. Hie ra rc hy o f Ne e d s (p h ysio lo g ic a l n e e d s, sa fe t y & se c u rity, lo v e & b e lo n g in g , se lf-
e st e e m , se lf-a c t u a liza tio n )

The adolescent must cope with are moving from childhood to adulthood. Fulg A new
e nc ioperson
(2006) (laisc kemerging,
The Ba rrie rs o f Kno wing o f a w a re n e ss, where
e g o ism , fe a r o f c h a n g e )
One se lf
rules will change, maybe more responsibilities will be placed onJohim/her so
ha ri Wind o w
that a certain standard
Jo se p h Luft of &behaviour
Ha rry Ing hais m now(1955)
(a re n a ,fa ç a d e ,b lin d sp o t ,u n kn o w n )
required to be maintained. ACCOUNTABILITY is becoming an expectation from both a parental and legal concept.
Jo hn C. Ma xwe ll
Gro wth De ve lo p me nt
EIGHT DEVELOPMENTAL TASKS THAT ENABLE ADOLECENTS TO CREATE AN (gIDENTITY
ro w th d o e sn 't ju st h a p p e n ,it h a s t o b e o n p u rp o se )

Co g nitive De ve lo p me nt
Je a n Pia g e t (sc h e m a ,a ssim ila t io n ,a c c o m o d a tio n )
1. Achieving new and more mature relations with others, both The oboys
ry and girls, in their age group. Adolescents
Erik Eric kso n
learn through experimentations to interact with others in more adult ways. (Sta g e 1: Tru st v s. M u stru st,

2. Achieving a masculine or feminine social role. Sta g e 2: Au to n o m y v s. Sh a m e & Do u b t ,

Sta g e 3: In it ia tiv e v s. G u ilt,
Male (Assertive & Strong) Psy c ho so c ia l Dile mm a Sta g e 4: In d u stry v s. In fe ririty,

Female (Passive & Weak) Sta g e 5: Id e n tit y v s. Ro le C o n fu sio n ,

Sta g e 6: In t im a c y v s. Iso la t io n ,
Adolescents conform to the sex roles of our cultural view of characteristics. We need toStaencourage g e 7: G e n e ra tivmales
it y v s, St ato
g n a tio n ,

express their feelings and encourage females to assert themselves more than they have in the past. St a g e 8: In te g rit y v s. De sp a ir)

Cha lle ng e s o f
Ad o le sc e nc e
Pe rio d o f Co g nitive
De ve lo p me nt
Psy c ho se xua l The o ry
Psy c ho a na ly tic The o ry
Multip le Inte llig e nc e
Ge ld a rd & Ge ld a rd (2006)
(a d o le sc e n ts tim e to m o v e fro m d e p e n d e n c y t o th e ir fa m ily to
in d e p e n d e n c y) 6
Je a n Pia g e t (se n so rim o t o r,p re -o p e ra tio n a l,c o n c re te
o p e ra tio n a l,fo rm a l o p e ra tio n a l)
Sig m und Fre ud (O ra l,An a l,P h a llic ,La te n c y,G e n ita l)
Sig m und Fre ud (Id ,Eg o ,Su p e r Eg o )
Ho wa rd Ga rd ne r (M u lt ip le In t e llig e n c e )
 PERSONAL DEVELOPMENT POINTERS TO REVIEW
3. Accepting one’s physique.
The beginning of puberty and the rate of body changes for adolescents varies tremendously.
4. Achieving emotional independence from parents and other adults.
Children derive strength from internalizing their parents’ values and attitudes. However, must redefine sources of
personal strength and move toward self-reliance.
5. Preparing for marriage and family life.
Sexual maturation is the basis for this developmental task. Achievement of this developmental task is difficult
because adolescents often confuse sexual feelings with genuine intimacy.
6. Preparing for an economic career.
In our society, an adolescent reaches adult status when he or she is able to financially support himself or herself.
7. Acquiring a set of values and an ethical system as a guide to behaviour developing an ideology.
Adolescent is able to develop his or her own set of values and beliefs.
8. Desiring and achieving socially responsible behaviour.
The family is where children define themselves and their world. Adolescents define themselves and their world
from their new social role.